Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement.

Educational Research

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Phenomenography_and_critical_pedagogy.pdf
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Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement. / Ashwin, Paul; McLean, Monica.
Improving student learning: diversity and inclusivity. ed. / Chris Rust. Vol. 12 Oxford: Oxford Centre for Staff and Learning Development, 2005. p. 377-389 (Improving Student Learning).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Ashwin, P & McLean, M 2005, Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement. in C Rust (ed.), Improving student learning: diversity and inclusivity. vol. 12, Improving Student Learning, Oxford Centre for Staff and Learning Development, Oxford, pp. 377-389.

APA

Ashwin, P., & McLean, M. (2005). Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement. In C. Rust (Ed.), Improving student learning: diversity and inclusivity (Vol. 12, pp. 377-389). (Improving Student Learning). Oxford Centre for Staff and Learning Development.

Vancouver

Ashwin P, McLean M. Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement. In Rust C, editor, Improving student learning: diversity and inclusivity. Vol. 12. Oxford: Oxford Centre for Staff and Learning Development. 2005. p. 377-389. (Improving Student Learning).

Author

Ashwin, Paul ; McLean, Monica. / Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement. Improving student learning: diversity and inclusivity. editor / Chris Rust. Vol. 12 Oxford : Oxford Centre for Staff and Learning Development, 2005. pp. 377-389 (Improving Student Learning).

Bibtex

@inbook{578f2766512647fbbdf031aa841d87d6,

title = "Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement.",

abstract = "In this paper, we outline how the literature on phenomenography, specifically Marton and Booth (1997), and the literature that adopts a {\textquoteleft}critical approach{\textquoteright}, specifically Friere (1996), can be brought together to help us to understand the barriers that face students and teachers in engaging in learning and teaching in higher education. Our attempt is motivated by a wish to relate the different foci of each perspective. We argue that the phenomenographic literature has been successful in suggesting theoretically informed and research-based ways in which learning environments might be structured to improve the quality of students{\textquoteright} learning. However, it is largely silent on the extent to which barriers to learning can be due to structural inequalities outside of the learning environment. More critical approaches foreground these structural inequalities but their suggestions for teaching and learning practices are often weak. In bringing these two perspectives together, we develop a model of academic engagement that takes into account both experiential and structural influences on the quality of teaching and learning in higher education.",

author = "Paul Ashwin and Monica McLean",

year = "2005",

language = "English",

isbn = "1873576722",

volume = "12",

series = "Improving Student Learning",

publisher = "Oxford Centre for Staff and Learning Development",

pages = "377--389",

editor = "Chris Rust",

booktitle = "Improving student learning: diversity and inclusivity",

}

RIS

TY - CHAP

T1 - Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement.

AU - Ashwin, Paul

AU - McLean, Monica

PY - 2005

Y1 - 2005

N2 - In this paper, we outline how the literature on phenomenography, specifically Marton and Booth (1997), and the literature that adopts a ‘critical approach’, specifically Friere (1996), can be brought together to help us to understand the barriers that face students and teachers in engaging in learning and teaching in higher education. Our attempt is motivated by a wish to relate the different foci of each perspective. We argue that the phenomenographic literature has been successful in suggesting theoretically informed and research-based ways in which learning environments might be structured to improve the quality of students’ learning. However, it is largely silent on the extent to which barriers to learning can be due to structural inequalities outside of the learning environment. More critical approaches foreground these structural inequalities but their suggestions for teaching and learning practices are often weak. In bringing these two perspectives together, we develop a model of academic engagement that takes into account both experiential and structural influences on the quality of teaching and learning in higher education.

AB - In this paper, we outline how the literature on phenomenography, specifically Marton and Booth (1997), and the literature that adopts a ‘critical approach’, specifically Friere (1996), can be brought together to help us to understand the barriers that face students and teachers in engaging in learning and teaching in higher education. Our attempt is motivated by a wish to relate the different foci of each perspective. We argue that the phenomenographic literature has been successful in suggesting theoretically informed and research-based ways in which learning environments might be structured to improve the quality of students’ learning. However, it is largely silent on the extent to which barriers to learning can be due to structural inequalities outside of the learning environment. More critical approaches foreground these structural inequalities but their suggestions for teaching and learning practices are often weak. In bringing these two perspectives together, we develop a model of academic engagement that takes into account both experiential and structural influences on the quality of teaching and learning in higher education.

M3 - Chapter

SN - 1873576722

VL - 12

T3 - Improving Student Learning

SP - 377

EP - 389

BT - Improving student learning: diversity and inclusivity

A2 - Rust, Chris

PB - Oxford Centre for Staff and Learning Development

CY - Oxford

ER -

Research

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